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dc.contributor.authorMcAllister, Margareten_US
dc.contributor.authorMoyle, Wendyen_US
dc.contributor.authorBillett, Stephenen_US
dc.contributor.authorZimmer-Gembeck, Melanieen_US
dc.contributor.editorRoger Watsonen_US
dc.date.accessioned2017-05-03T12:12:07Z
dc.date.available2017-05-03T12:12:07Z
dc.date.issued2009en_US
dc.date.modified2010-06-23T05:23:21Z
dc.identifier.issn09621067en_US
dc.identifier.doi10.1111/j.1365-2702.2008.02540.xen_AU
dc.identifier.urihttp://hdl.handle.net/10072/29405
dc.description.abstractAim and objectives. This Australian study evaluated the effectiveness of a solution-focused education intervention in extending and improving emergency nursing responses to patients who present because of self-injury. Background. Emergency nurses commonly report lack of training and feeling unskilled in managing people who present because of self-harm. Most educational interventions have provided content knowledge, yet rarely have they focused on conveying the value of health promotion strategies such as proactive skills and coping strategies. Design. A mixed method pretest-posttest group design was used. Methods. Nurses (n 젳6) were interviewed to examine differences in professional identity, awareness of self-injury and clinical reasoning. Results. The qualitative results are presented in this paper and these showed improvements in knowledge and understanding of self-harm, self-belief in nurses' capacity to positively influence clients and the value of health promotion skills. The intervention produced a positive attitudinal shift towards clients and an expressed intention to act in ways that were more person-centred and change oriented. Conclusions. The solution-focused education intervention appears to show promise as an intervention for enabling nurses to value their unique contribution to providing a health service that is more proactive and health-promoting. Relevance to clinical practice. Interactive education bringing psychosocial skills to technical nursing staff builds confidence, competence and more person-focused care.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherWiley-Blackwell Publishing Ltden_US
dc.publisher.placeUnited Kingdomen_US
dc.publisher.urihttp://www3.interscience.wiley.com/journal/118513605/homeen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom2838en_US
dc.relation.ispartofpageto2845en_US
dc.relation.ispartofissue20en_US
dc.relation.ispartofjournalJournal of Clinical Nursingen_US
dc.relation.ispartofvolume18en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.title‘I can actually talk to them now’: qualitative results of an educational intervention for emergency nurses caring for clients who self-injureen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2009
gro.hasfulltextNo Full Text


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